Unit 3 English Around the World-Topic 2 Some things usually have different meanings in different cultures.-Section B-ppt课件-(含教案+微课+素材)-市级公开课-仁爱科普版九年级上册(编号：a05b8).zip

Unit 3 Topic 2 Some things usually have different meanings in different cultures. Section B 肖玉庭 衡阳市第十五中学 Language goals 学习目标学习目标 New words and phrases： bow, silence, praise, secret, victory, hip, puzzled, typical, do some research. Key sentences： 1 . In Japan, we bow when we are saying hello as a sign of respect. Emotion goals: 1. Students can express themselves by proper body language; 2. Students realize the importance of respecting the cultures of different countries; 3 . Students know how to behave politely and have good manners in different cultures. If youre happy and you know it clap your hands (拍拍手拍拍手) If youre happy and you know it clap your hands If youre happy and you know it and you really want to show it If youre happy and you know it clap your hands If youre happy and you know it nod your heads (点点头点点头) If youre happy and you know it nod your heads If youre happy and you know it and you really want to show it If youre happy and you know it nod your heads If youre happy and you know it stamp your feet If youre happy and you know it stamp your feet If youre happy and you know it (跺跺脚跺跺脚) and you really want to show it If youre happy and you know it stamp your feet Lets enjoy a song! body language gesture Lets learn more about body languages ! Do you want to be true ladies and gentlemen? Polite 礼貌 Civilized文明 插入视频 How do you say “hello” to your friends in China? wave hands挥手 What does this gesture show ? hold hands When we meet some new friends, we usually hold hands It shows a warm welcome （欢迎）and respect（ 尊重）. Nice to meet you. How do you do! Do you know how people from other countries say “hello” to each other? Q1: How does Jane say “hi” in Canada? Q2: How does Yukio say “hello” in Japan? Q3: How does Miss Wang show her anger(生气)? Q4: How does Janes sister show her anger? 1.How does Jane say “hi” in Canada? In Canada, she as a sign of peace(和平) and friendship（友谊）. a sign of 的标志 waves 2.How does Yukio say “hello”in Japan? In Japan, he as a sign of respect.（尊重） bows 3. How does Miss Wang show her anger(生气)? She puts her hands on her hips（髋部）. stamp her foot cross her arms 4.How does Janes sister show her anger? She crosses her arms and stamps her foot. 手臂交叉 跺脚 1b mark T (true) or F (False). 1. When Yukio says “hi” he waves his hand. ( ) 2. Bowing is a sign of peace. ( ) 3. When Miss Wang puts her hands on her hips, she will punish students. ( ) 4. When Janes sister stamps her foot, she may be angry.( ) 5. The three kids are talking about body language. ( ) F F T T T bows respect 1a Look, listen and say. Dubbing Show 配音秀 angrycry excited smile Different Tasks be known as be known for be known to sb. be famous as = =be famous for因为而出名 作为而出名 被某人所熟知 （点击中考）： (1)重庆因为火锅而出名。 Chongqing _ hot pot. is known/famous for I think that is known as body language. Task 1 我觉得这就是肢体语言。 even if= even though 意为“即使” silence 意为“沉默”，名词 n. （点击中考）： 即使她很忙，她每晚也要给母亲打电话。 she is very busy, she calls her mother every night. We use body language to communicate how we feel, even if there is silence. Even if Task 2. 即使是沉默的时候，我们都在用肢体语言表达我们的感受。 做关于的研究： （点击中考）： Jane 想做一些关于空气污染的研 究。 Jane wants to _ air pollution. do some research on we should do some research. Task 3. 我们应该做些研究。 do some research (on) （点击中考）： ( ) Im going to have an exam tomorrow. _ A. I m happy. B. Good luck. C. Youre kidding. D. Im puzzled. B Task 4. I know whether she will praise or punish us. 译：译：_. I wonder if body language means the same thing in all cultures. 译译_. 探究：探究： whether意为意为 _ ,引导引导宾语宾语从句从句 If 作作_讲时，引导讲时，引导条件状语条件状语从句；从句； 作作_讲时引导宾语从句，一般可与讲时引导宾语从句，一般可与whether互换。互换。 注意：注意：whether可与可与or not连用。连用。 做一做：做一做： I dont know_ he will come tomorrow. _ he comes, Ill tell you. A. if, Whether B. whether, Whether C. If, That D. if, If Task 5. whether if 是否 是否 是否 如果 是否 （D） happysad kidding puzzled a ed cb f _ Good luck. _ Im puzzled. _ Im just kidding. _ Its a secret. _ Calm down. _ Have a victory. a b d cf 2a Look at these gestures that are common in the USA. Discuss and match each gesture with its meaning below. e Game rules： 表情传递（快乐传真） 一个小组同学上台排成一排，第一位同学 抽签抽取幸运转盘上转动的一个表情，组 里其他同学不准看，第一位同学用肢体语 言表演给第二个同学看，第二位同学表演 给第三位同学看以此类推，传到最后一 名同学，由最后一名同学表演并用英语说 出来。 A B C D E Make faces. 做鬼脸 Sad 伤心 . Surprised. 惊讶 Secret. 秘密 Angry.生气 Happy. 开心 Make faces. 做鬼脸 Sad 伤心 . Surprised. 惊讶 Secret. 秘密 Angry.生气 Happy. 开心 In China / in the U.S. A (some other places) it means “all right”. In Japan, it means “money”. In France, it means “zero” or “0”. Body language is an important part of communication. Some things usually have different meanings in different cultures. When in Rome, do as the Romans do . 入乡随俗。 Body language may vary from different cultures. When we are visiting other countries, we should follow their customs（ 习俗）. That is how true ladies and gentlemen do. Polite 礼貌 Civilized 文 明 Exercises 1. Stamping her foot is my sisters_ （典型的） gesture. 2. Shaking hands is _（的标志） friendship in most of the countries. 3. They are busy _（做关于的研 究） how to improve the environment. 4. Miss Wang usually raises her thumbs to _ （表扬） us. typical a sign of doing some research on praise Fill in the blanks. Summary: 1. Some words: bow, silence, hip, praise, research, secret, puzzled, victory, typical misunderstanding, 2. Some phrases: a sign of, be known as, be known for, even if, do some research 3. Some sentences: (1)We bow when we are saying hello as a sign of respect. (2)We use body language to communicate how we feel, even if there is silence. (1)Know more about different culture. (2)Express ourselves by proper body language. 1.Read 1a. 2.Memorize the useful expressions and key sentences which we learn today. 3.Finish Section B in your workbook. 4.Preview Section C. 1 Unit 3 English Around the World Topic 2 Some things usually have different meanings in different cultures . Section B 【学习目标学习目标】 1.继续学习现在进行时表示将来时的用法； 2.了解一些讲英语国家的常见手势语； 3.培养学生开放的视野，辩证地看待语言的多元性。 【重点难点重点难点】 能理解在不同的国家，同一个肢体语言的含义是有差异的。 New words and phrases： bow, silence, praise, research, secret, victory, hip, puzzled, typical, do some research. New sentences： 1. I wonder if body language means the same thing in all cultures. 2. People could communicate better if they knew more about their body language. 【课前预习课前预习】 一、读 P65 1a 找出下列短语并熟记 1.挥手 wave 鞠躬_ 2 作为尊重的标志.as a sign of respect 3.作为.出名 be known as 4 肢体语言 _ 5.尽管；即使 even if =_ 6.双手叉腰 put her hands on her hips 7.叉胳膊 cross her arms 8.跺脚 stamp her foot 9.我想知道 I wonder 10.在所有的文化中 in all cultures 10.做调查_ 【课堂活动课堂活动】 Step 1 Lead in and Review 第一步第一步 导入复习导入复习 1.通过师生对话，复习不同英语国家的表达习惯，欣赏歌曲“If you are happy”引出手势语: body language 和 gesture 2 2.观看有关不同肢体语言的视频，激发学生学习 body language 的兴趣，学生们知道学习肢体语 言的作用和重要性。 Step 2 Presentation 呈现新课呈现新课 1.Q1：How do you say “hello” to your friends in China? Ss: wave hands 挥手挥手 hold hands 握手握手 Q2: What does this gesture show ? It shows a warm welcome （欢迎）（欢迎）and respect（尊重）（尊重）. 2进入新课 1a 的学习，让学生带着问题听 1a 的录音，以听力的形式呈现 1a 内容，并找出文中重 点词句和目标语言，师生共同学习语法，为下一步的学以致用打基础。 3设置听力任务，首先帮助学习理解生词 sign，然后让学生带着任务听 1a 录音，从整体上把握对 话意思，并完成所列问题。 Q1. How does Jane say “hi”? Q2. How does Yukio say “hello”? Q3. How does Miss Wang show her anger(生气生气)? Q4. How does Janes sister show her anger? 4. 核对答案，并用图片解释，帮助学生理解。 5.观看课文视频，学生模仿跟读；请三位同学表演出对话。 6.完成书本 1b 的判断正误 T or F ,并请学生改正错误的内容。 Step 3 Consolidation 第三步第三步 巩固巩固 【小组合作小组合作】 小组合作完成不同的课堂任务。5 分钟后，请每一组学生代表根据喜好选择一个幸运表情和数字， 然后完成相对应的小组任务，并能得到不同的小组分。 Task 1 任务一任务一 I think that is known as body language. 我觉得这就是肢体语言我觉得这就是肢体语言。 be known for=be famous for 因为因为而出名而出名 be known as=be famous as 作为作为而出名而出名 be known to sb. 被某人所被某人所熟知熟知 e.g. (1)重庆因为火锅而出名。重庆因为火锅而出名。 Chongqing _ hot pot. (2)重庆作为山城出名。重庆作为山城出名。 Chongqing _ a mountain city. Task 2 任务二任务二 We use body language to communicate how we feel, even if there is silence. 我们用肢体语言表达我们的感受，即使是沉默的时候。我们用肢体语言表达我们的感受，即使是沉默的时候。 even if= even though 意为意为“即使、纵然即使、纵然”, 引导让步状语从句引导让步状语从句 e.g.即使她很忙，她每晚也要给母亲打电话。即使她很忙，她每晚也要给母亲打电话。 she is very busy, she calls her mother every night. Task 3 任务三任务三 3 we should do some research.我们应该做些研究。我们应该做些研究。 do some research (on) 做关于做关于的研究的研究 e.g. Jane 想做一些关于空气污染的研究。想做一些关于空气污染的研究。 Jane wants to _ air pollution. Task 4 任务四任务四 ( ) Im going to have an exam tomorrow. _ A. Calm down. B. Good luck. C. Youre kidding. D. Im puzzled. Task 5 任务五任务五 I know whether she will praise or punish us. whether 译：译：_. I wonder if body language means the same thing in all cultures. if 译译_. 探究：探究： weather 意为意为 _ ,引导宾语从句引导宾语从句 If 作作_讲时，引导条件状语从句；讲时，引导条件状语从句； 作作_讲时引导宾语从句，一般可与讲时引导宾语从句，一般可与 whether 互换。互换。 注意：注意：whether 可与可与 or not 连用。连用。 做一做：做一做： I dont know_ he will come tomorrow. _ he comes, Ill tell you. A. if, Whether B. whether, Whether C. If, That D. if, If Step 4 Practice 第四步第四步 练习练习 Finish 2a on page 66. 出示 2a 体态语的图片，师生对话，让学生猜出它们的含义。 T: Class, suppose you are traveling in the United States. But you cant speak English. If you are in trouble, what are you going to do? Ss: T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners. T: Whats the meaning of the gesture in Picture ? S1: It means “ Have a victory. (可帮助学生回答。可帮助学生回答。) T: What about Picture ? S2: It means Im puzzled. (帮助学生回答。帮助学生回答。) Step 5 Play a game 第五步第五步 玩游戏玩游戏 Game rules： 表情传递表情传递 一个小组同学上台排成一排，第一位同学抽签抽取转盘转动的一个表情，用肢体语言表演给第一个小组同学上台排成一排，第一位同学抽签抽取转盘转动的一个表情，用肢体语言表演给第 4 二个同学看，第二位同学表演给第三位同学看二个同学看，第二位同学表演给第三位同学看以此类推，传到最后一名同学，由最后一名同学表以此类推，传到最后一名同学，由最后一名同学表 演并用英语说出来。演并用英语说出来。 A B C D E 【课后练习课后练习】 1. Stamping her foot is my sisters_ （典型的）（典型的） gesture. 2. Shaking hands is _（的标志）的标志） friendship in most of the countries. 3. They are busy _（做关于（做关于的研的研 究）究） how to improve the environment. 4. Miss Wang usually raises her thumbs to _ （表扬）（表扬） us. II. 汉译英汉译英 1. 他是一个聋哑人，他能用手势表达自己的意思。他是一个聋哑人，他能用手势表达自己的意思。 Hes a deaf mute and he can make _ understand _. 2. 一般来说，这本书比那本书难。一般来说，这本书比那本书难。 _, this book is more difficult than that one. 3. 至于宾馆，我认为它不舒适而且离大海很远。至于宾馆，我认为它不舒适而且离大海很远。 _ the hotel, it was very _ and far away from the sea. 4. 请你在这儿填上你的姓名和地址。请你在这儿填上你的姓名和地址。 _ your name and address here. 5. 叔叔每次来我家时，都给我一些礼物。叔叔每次来我家时，都给我一些礼物。 My uncle _ give me some presents _ he came to my family. III. 改错改错 1. I followed him to go into the house. 2. I often see him to play football on the playground. 3. My uncle will leave Qingdao to Guangzhou. 4. Do you have difficulty on finishing the work? 5. The boss forces them doing much work every day. 5 教学/活动目标 Language goals: Students learn about the words and expressions of body language. Ability goals: 1. Students develop listening,speaking,reading and writing abilities and let them learn different body language in different countries. 2. Students understand some things usually have different meanings in different cultures and get more information about how to express their feelings . Emotion goals: 1. Students develop interests in learning English; 2. Students realize the importance of respecting the cultures of different countries; 3. Students know how to behave politely and have good mananers in different cultures. 学习者分析 九年级学生心理特点主要表现在学习自信心、交往能力和情绪控制等方面 不稳定。进入初三，课程增加，升学压力大，作业量大，各科都有较高要 求。不少学生在学业上都多了几分郁闷和焦虑。针对此年龄段学生的心理 特点，在设计教学过程中，我运用了合作学习法，通过小组合作学习与同 伴进行模仿秀增加学生的学习信心，学生在与伙伴的探讨学习知识的过程 中，交往能力也得到增强。 教学/活动过程 Step 1 Lead in and Review 第一步 导入复习 通过师生对话，复习不同英语国家的表达习惯，欣赏歌曲“If you are happy”引出手势语: body language 和 gesture 观看有关不同肢体语言的视频，激发学生学习 body language 的兴趣，学 生们知道学习肢体语言的作用和重要性。 Step 2 Presentation 呈现新课 1.Q1：How do you say “hello” to your friends in China? Ss: wave hands 挥手 hold hands 握手 Q2: What does this gesture show ? It shows a warm welcome （欢迎）and respect（尊重）. 2进入新课 1a 的学习，让学生带着问题听 1a 的录音，以听力的形式呈现 1a 内容，并找出文中重点词句和目标语言，师生共同学习语法，为下一步 的学以致用打基础。 3设置听力任务，首先帮助学习理解生词 sign，然后让学生带着任务听 1a 录音，从整体上把握对话意思，并完成所列问题。 Q1. How does Jane say “hi”? Q2. How does Yukio say “hello”? Q3. How does Miss Wang show her anger(生气)? Q4. How does Janes sister show her anger? 4. 核对答案，并用图片解释，帮助学生理解。 5.完成书本 1b 的判断正误 T or F ,并请学生改正错误的内容。 6.观看课文视频，学生模仿跟读；请三位同学表演出对话，进行现场版的 口语模仿秀，对口型表演对话，配音秀。 Step 3 Consolidation 第三步 巩固 【小组合作】 小组合作完成不同的课堂任务。5 分钟后，请每一组学生代表根据喜好选择 一个幸运表情和数字，然后完成相对应的小组任务，并能得到不同的小组 分。 Task 1 任务一 I think that is known as body language. 我觉得这就是肢体语言。 be known for=be famous for 因为而出名 be known as=be famous as 作为而出名 be known to sb. 被某人所熟知 Task 2 任务二 We use body language to communicate how we feel, even if there is silence. 我们用肢体语言表达我们的感受，即使是沉默的时候。 even if= even though 意为“即使、纵然”, 引导让步状语从句 e.g.即使她很忙，她每晚也要给母亲打电话。 she is very busy, she calls her mother every night. Task 3 任务三 we should do some research.我们应该做些研究。 do some research (on) 做关于的研究 e.g. Jane 想做一些关于空气污染的研究。 Jane wants to _ air pollution. Task 4 任务四 ( ) Im going to have an exam tomorrow. _ A. Calm down. B. Good luck. C. Youre kidding. D. Im puzzled. Task 5 任务五 I know whether she will praise or punish us. whether 译：_. I wonder if body language means the same thing in all cultures. if 译_. 探究： weather 意为 _ ,引导宾语从句 If 作_讲时，引导条件状语从句； 作_讲时引导宾语从句，一般可与 whether 互换。 Step 4 Practice 第四步 练习 Finish 2a on page 66. 出示 2a 体态语的图片，师生对话，让学生猜出它们的含义。 T: Class, suppose you are traveling in the United States. But you cant speak English. If you are in trouble, what are you going to do? Ss: T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners. T: Whats the meaning of the gesture in Picture ? S1: It means “ Have a victory. (可帮助学生回答。) T: What about Picture ? S2: It means Im puzzled. (帮助学生回答。) Step 5 Play a game 第五步 玩游戏 Game rules： 表情传递 一个小组同学上台排成一排，第一位同学抽签抽取转盘转动的一个表情， 用肢体语言表演给第二个同学看，第二位同学表演给第三位同学看以此 类推，传到最后一名同学，由最后一名同学表演并用英语说出来。 A B C D E 【课后练习】 教学/活动反思 本节课是节英语听说课，以 body language 为中心话题，要求学生了 解 body language 的相关知识以及各个国家 body language 的不同及特点。 学生掌握本篇文章当中的单词，词组以及重要表达，训练学生掌握理解对 话细节的听说能力，学生在体验中学会与人合作的能力。本节课学生能积 极参与活动，课堂气氛活跃，课堂环节流畅自然，节奏适中。本堂课通过 使用多媒体资源能够使教材内容得到更深的拓展，运用一些活动和小组讨 论话题，使学生对本节课的内容能更有兴趣，激发了学生探究知识的欲望。 新课标提出要在培养学生的语言知识、语言技能、情感态度、学习策略和 文化意识等素养的基础上发展学生综合运用语言的能力；优化学生的英语 学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥 自己的学习潜能，形成有效的学习策略，提高自主学习的能力；关注学生 的情感，提高他们的人文素养，使他们在英语学习的过程中，增进跨文化 交际能力；吸收当代先进的教学思想，采用“任务型”活动等相结合的综 合教学方法；注重评价，促进学生发展，激发学生的积极性和自信心；积 极开发教学配套资源，以便学生更好地发挥潜能，发展个性。英语课程的 学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提 高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经 历、开发思维能力和提高人文素养的过程。本课设计将围绕以上理念，根 据本人所在学校学生情况以及本人对新课程的认识而展开。 初三英语初三英语 U3T2SBU3T2SB 教学设计教学设计 本课以身势语为话题，向学生介绍一些国家人民常用的身势语，以“Some things usually have different meanings in different cultures”为题， 介绍了世界各地一些独特的身势语，试图以此作为一个导引，使学生开始关注 身势语，意识到身势语是文化的一部分，认识到要尊重他国的文化节应该了解 他们的身势语，这也是在国际交流活动中必备的知识和素养，这也是英语课程 标准中所阐述的教学目标之一。 LanguageLanguage goalsgoals 知识目标知识目标: : Students learn about the words and expressions of body language. AbilityAbility goalsgoals 能力目标能力目标: : 1. Students develop listening,speaking,reading and writing abilities and let them learn different body language in different countries. 2. Students understand some things usually have different meanings in different cultures and get more information